The objective of this project was the enhancement of the international cooperation capacity between European schools through themobility of students and teachers and through the improvement of the transparency and recognition of studies and qualifications. Itpromoted the establishment of joint study programs, thus contributing to the sustainability of cooperation among partners andimproving school staff and students' skills and qualifications. It contributed to the development of the European schools inremote areas and to the provision of further informal and interdisciplinary education.The Partnership was formed by 5 European schools (Greece, Poland, Romania, Hungary and Slovakia), carefully selected according totheir excellence, geographical coverage and thematic needs, which cooperated for the past two years. Mobility of 60 students atsecondary education level and 40 teachers has been carried out through this project. The consortium had designed a full strategy forthe implementation of these activities: Joint on-line application, selection procedures and specific criteria.Students have carried out research on the climate of each region, on the entrepreneurial opportunities, on how to start a new job, onrunning a scientific experiment, on finding missing links between science and arts, on making and analyzing on-line surveys aboutcrucial social issues. Students involved in the project work had the opportunity to acquire comprehensive knowledge due to itsinterdisciplinary nature. They have worked in groups (also international), and conducted field research using different types of specialequipment (weather stations and telescope). The final goal was the establishment of a virtual international enterprise. Students haveexpanded their knowledge of history through fine arts, information technology, mathematics and statistics, charting, development ofdata using, inter alia, spreadsheet and multimedia presentations. The results have been presented in a digital way/media–films,multimedia presentations, website, photo blog. Through workshops and specially prepared practical activities, participants havedeveloped their rhetorical skills, listening and reading comprehension, writing skills, foreign languages, time management andlearning strategies. Teachers have presented, exchanged and evaluated good teaching practices. They have presented the educational systemof each school, analyzed the response plans to deal with crisis and critical issues at school, individual learning plans, content andlanguage integrated learning (CLIL), interdisciplinary learning, motivation by means of active participation in schools administration,testing methods, ways to reward a job well done, bullying and the claim about the value of education. Participating schools have beenable to introduce innovative forms and methods of teaching in their institutions and reduce disparities in education. Organizingmeetings, supervising the students’ activities and working on the designated tasks has taught all participants time and humanresources management. A timetable had been agreed on in order to guarantee the success of the project as well as measures for theparticipation of all target groups, for preventing brain-drain and for ensuring gender balance and equal opportunities.Outdoor games and all educational activities have enabled the participants to integrate and develop their communication skills.This international cooperation and interaction has been developed by constant contact via social networking sites and email.The dissemination plan strategy had as key priority to complete with measurable, realistic objectives the maximum use of projectresults by students, teachers, parents, school authorities, other schools and the European educational community.The project has improved the relevance of the educational offer, schools’ prestige and internationalization, which will also beobserved in the years following the completion of the project. Teachers' and students’ motivation and activeness has increased.Students are more aware of the importance to continue their education. International cooperation has been strengthened. All project activities have contributed to the promotion of the schools and the European projects in the local community and region. All the above mentioned have resulted in breaking down the social and mental barriers between the citizens of Europe.In the era of a united Europe, when multiculturalism has become the reality we live in, this project has fostered transnational citizenship as a challenge to be met by both teacher trainers and their trainees.After all, while this project has persuaded students, teachers and parents for the value of disciplined thinking, its goal was to prepare them for lifelong learning in an undisciplined world and to consolidate the sense of European citizenship.